Quality assurance in professional education and training

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1 Quality assurance in professional education and trainingChristine Evans-KlockDirector, Skills and Employability Department International Labour OrganisationMoscow, November 2011

2 ILO mandate on Decent WorkGOAL of PEOPLE everywhere for productive work in conditions of freedom, equity, security and human dignity (definition 1999)ILO POLICY AGENDA, 4 pillars, necessary elements:Rights at workProductive employmentSocial protectionVoice and representation{mutually supportive& interdependentPolicy elements – mutually reinforcing. Not stand-aloneTRIPARTISM!!Global ADVOCACY to keep productive work and social inclusion at the heart of poverty reduction and fair globalization strategies

3 Bridging the world of education and training to the world of work,To improve the employability of workers,To increase the productivity and competitiveness of enterprises,To expand the inclusiveness of economic growth

4 PresentationDrivers of change in labour markets for professional education and trainingG20 Strategy for linking professional education and training to strong, sustainable and balanced growthQuality assurance in professional education and trainingQuality in process and outcomesDemand-led professional education and trainingCoordinationExamples from ILO workMy presentation – build some common understanding of why and how the ILO promotes skills development;anticipate some of the things we want to learn from each other in these two weeks.Start with making sure we all understand ILO’s perspective - Mission StatementTake these four themes, and I will stop after each one for some quick questions – some of which we may discuss now, and others that will be noted for other parts of the Academy

5 Imperatives: youth employmentYouth unemployment in 2009 highest ever: 13%81 million unemployed, out of 620 million year oldsHigher numbers economically inactive – “NEET” not in education, not in training, not in work. The average in Latin America is 1 out of 4.One fourth of young workers were in households surviving on less than US$ 1.24 per person per dayRisks:Social upheaval nowLoss of future productivityLifelong povertyILO , Employment Trends for Youth, September 2010Youth – age yearsYouth UE proven to be more sensitive to the crisis than rates for adults, and job recovery also lagging behind that of adultsEven in countries with high economic growth, massive youth UEThe world over has a problem with youth unemployment ‘ even in the best of time.In recessions, it is a well-known statistical fact that young people who finish school – secondary or university – at the beginning of a recession face life-long losses in earnings and greater employment insecurity.What works? Keeping youth in school longer?Focusing on combining in-class with on-job trainingsubsidized employment – keep them active, engage them in learning, can be in public sector – especially if combines active learning elementLATEST ILO report on youth unemployment…

6 Downward tick of youth unemployment in 2010 – good news or more bad news?Youth – age yearsYouth UE proven to be more sensitive to the crisis than rates for adults, and job recovery also lagging behind that of adultsEven in countries with high economic growth, massive youth UEThe world over has a problem with youth unemployment ‘ even in the best of time.In recessions, it is a well-known statistical fact that young people who finish school – secondary or university – at the beginning of a recession face life-long losses in earnings and greater employment insecurity.What works? Keeping youth in school longer?Focusing on combining in-class with on-job trainingsubsidized employment – keep them active, engage them in learning, can be in public sector – especially if combines active learning elementLATEST ILO report on youth unemployment…

9 Imperatives: demographic trendsDependency ratiosDeveloped countries and some Asian economies: Number of persons of working age to support each person aged 65 or over is shrinking:2000:    2050:  

10 Imperatives: social inclusionRural communities: improve access and quality of education and trainingInformal economy: promote transition of economic activities to the formal economyDisadvantaged youth: improve basic education, apprenticeships, employment servicesPersons with disabilities: meet specific needs and be inclusiveAcross all of these groups, address the special needs of women.

13 PresentationDrivers of change in labour markets for professional education and trainingG20 Strategy for linking professional education and training to strong, sustainable and balanced growthQuality assurance in professional education and trainingsQuality in process and outcomesDemand-led professional education and trainingCoordinationExamples from ILO workMy presentation – build some common understanding of why and how the ILO promotes skills development;anticipate some of the things we want to learn from each other in these two weeks.Start with making sure we all understand ILO’s perspective - Mission StatementTake these four themes, and I will stop after each one for some quick questions – some of which we may discuss now, and others that will be noted for other parts of the Academy

14 Coordination and Global Outreach: G20 Training Strategy for strong, sustainable and balanced growthPittsburgh Summit, September 2009Called for putting quality jobs at the heart of recoveryAdopted framework for strong, sustainable and balanced growthAsked the ILO, in partnership with other organizations and with employers and workers, to develop a training strategy“.. to strengthen the ability of our workers to adapt to changing market demands and to benefit from innovation and investments in new technologies, clean energy, environment, health and infrastructure”Inter-Agency Group on Technical and Vocational Education and TrainingUNESCO, World Bank, OECD, region development banksToronto Summit, June 2010Received and welcomed the G20 Training Strategy documentSeoul Summit, November 2010Adopted Multi-Year Action Plan on DevelopmentHuman Resources Development Pillar builds on the G20 Training Strategy to strengthen national skills for employment policies and institutions- Met in London in April set a course for recovery. Put jobs at heart of the recoveryMet in Philadelpia in September, ILO estimated that the efforts of the G20 members had created or saved 7-11 million jobs.As growth returns, every country must act to ensure that employment recovers quickly.We commit to implementing recovery plans that support decent work, help preserve employment, and priotitze job growth..In addition we will continue toWe should implement policies consistent with ILO fundamental principles and rights at work. (para 43)New framework for Strong, Sustainable, and Balanced Growth – inclusive labour markets, ALMPs, and quality education and training programs.Each of our countries will need, through its own national policies, to strenthen the ability of our workers to adapt to changing makret demands and to benefit from innovation and investments in new technologies, clean energy, environment, health and infrastructure.It is no longer sufficient to train workers to meet their specific current needs; we should ensure access to training programs that support lifelong skills development and focus on future market needs.Developed countries should support developing countries to build and strengthen their capacities in this area.We recognize successful employment and training programs are often designed together with employers and workers, and we call on the ILO, in partnership with other organizations, to convene its constituents and NGOs to develop a training strategy for our consideration. Para 45.W agree on the importance of building an emploment-oriented framework for future economic growth... And welcome Global Jpbs Pact, and we commit our nations to adopt kay elements to advance the social dimension of globalization.US DoL asked to convene Employment and Labor Ministers, early 2010, consulting with labour and business, and building on the OECD Labour and Employment Ministerial meeting on the job crisis.Assess the evoloving employment situation, review reports from the ILO and other organizations on the impact of policies adopted, report on further desirable measures, and consider medium-term employment and skills development policies, social protection programs, and best practices to ensure workers are prepared to take advantage of advances in science and technology.14

15 Towards an ILO skills strategy ILC discussion in 2008:How can skills development help improve productivity and increase employment to attain development goals?How can countries increase productivity of existing jobs while at the same time create more new jobs’This was the central question of the ILO’s discussion on skills in 2008.A low-skill, low-productivity strategy is not compatible with economic development and poverty reduction and the growth of decent work.Investment in skills and education helps pivot an economy towards higher productivity and dynamic growth sectors that provides good jobs.New technologies and products can make some skills obsolete. Lifelong learning helps keep workers employable as technologies and markets change. Thus investment in skills can be vital in securing both more and better jobs.The strength of the conclusions was to focus clearly on the supply AND demand sides of the labour market, but also to take a perspective that was beyond the current labour market in terms of investing in education and training and the ability to learn and to grow enterprises that would attract investment, diversify economies, instil confidence to adopt new technologies, to prepare for future generation of technologies and products – and thus to use education and skills development to boost job growth.

16 Linking skills development to Decent workFrom a Vicious Downward Circle…Unavailable or low quality education and training:Traps the working poor in low-skilled, low productive, low-wage jobsExcludes workers without the right skills from participating in economic growthDiscourages investment in new technologiesTo a Virtuous Circle...More and better skills makes it easier to:Innovate and adopt new technologiesAttract investmentCompete in new markets, andDiversify the economyBoost job growthA low-skill, low-productivity strategy is not compatible with economic development and poverty reduction and the growth of decent work.

17 Countries sustain a “virtuous circle” link education, skills, decent work by…Ensuring the broad availability of quality educationMatching supply to current demand for skillsHelping workers and enterprises adjust to changeSustaining a dynamic development process: Use skills as a driver of change: move from lower to higher productivityExpanding accessibility of quality training: rural, women, disadvantaged youth, persons with disabilitiesHOWEVER... The potential benefits of training are not realised without job-rich growthReview of country experience shows that countries that have succeeded in linking skills development to productivity and employment growth have targeted their skills development policies towards meeting three objectives:The first two objectives – improving skills matching and helping workers and employers adjust to change - focus on skills development in the short-term or medium-termObj oneObjective one requires policies and institutions to ensure the matching of skills supply and demand. Skills policies need to develop skills that are needed by employers, and ensure the quality as well as the quantity of training.This objective is especially important for young people preparing to enter the labour market. Whatever investments made by young women and men, by their families, their communities, and public education services should prepare them for genuine jobs. Their training must be demand driven or these investments of time and money will not lead to good employment.Meeting demand for skills includes extending availability of training across all sectors of society –It means understanding and overcoming any barriers that women face in accessing training, it means extending training to the informal economy, in rural communities, and to disadvantaged groups.Obj 2Objective two is based on the recognition that new products, markets, and technologies result in some skills becoming redundant. The ready availability and affordability of training in new skills helps insure against prolonged unemployment or underemployment in the face of change.Lifelong learning helps maintain the employability of workers. Maintain employability and adaptability through re-skilling and upgrading skills.And it helps ensure that enterprises are able to adjust to change because workers can learn new skills.This objective focuses on making it easier for workers and enterprises to move from declining or low productivity activities and sectors into growing, and higher productivity activities and industries.It also focuses on managing the impact of change efficiently and equitably so that workers and enterprises see their own goals and those of society moving in the same direction.Easing adjustment to change requires a strong foundation in basic education and core skills – literacy, numeracy, openness to learn – this endows workers with the capacity to continue to learn and respond to new challenges and opportunities throughout their working lives.Efforts in this objective focus on re-training services for midcareer and older workers, for displaced workers, for women re-entering the labour market, and for older workers to maintain their productivityThe goal of inclusive development requires extensive outreach of skills and education programmes. Retraining and employment services for those who lose their jobs should be part of the social contract to share both the gains and the pains of change, enabling those in declining sectors to enter growing ones.Policies and institutions to meet this commitment require the active support of employers’ and workers’ organizations. Their efforts and effective social dialogue helps direct skills development towards maintaining workers’ employability and enterprises’ sustainability. provide incentives and opportunities for lifelong learning as a form of security against long-term unemployment in the face of technological and market changes ,The third objective takes a longer-term perspective and focuses on anticipating and delivering the skills that will be needed in the futureThe fourth objective applies to all of the first three – it is about who we target, who we reach - about who has access to education and sikills development that is of good quality, that is relevant to their own aspirations and to the labour market. It is about affordability, about accessibility, and it links back the ILO’s work on skills to its fundamental objectives about social justice.This is the conceptual framework of the G20 Training Strategy for strong, sustainable and balanced growth

18 G20 Training Strategy: Building blocks , not stumbling blocks - the “How”Anticipating skill needsParticipation of social partnersSectoral approachesLabour market information and employment servicesTraining quality and relevanceGender equalityBroad access to trainingFinanceAssessing policy performanceEMPHASIS ON IMPLEMENTATION – WHAT constrains us from doing what we try to do to improve skills?

19 G20 Seoul Summit: Multi-year Action Plan on DevelopmentAction Points on human resources developmentasked international organizations to work together to help low-income countries “develop employment -related skills that are better matched to employer and market needs in order to attract investment and decent jobs”Action point 1 calls upon the World Bank, ILO, OECD,UNESCOto “Create internationally comparable skills indicators;”Action point 2 asks the development banks, ILO, and UNESCO to form a “unified and coordinated team” to support Low-Income Countries to enhance employable skills strategies”.

20 Presentation Quality assurance in professional education and training:Drivers of change in labour markets for professional education and trainingG20 Strategy for linking professional education and training to strong, sustainable and balanced growthQuality assurance in professional education and training:Quality in process and outcomesDemand-led professional education and trainingCoordinationExamples from ILO workMy presentation – build some common understanding of why and how the ILO promotes skills development;anticipate some of the things we want to learn from each other in these two weeks.Start with making sure we all understand ILO’s perspective - Mission StatementTake these four themes, and I will stop after each one for some quick questions – some of which we may discuss now, and others that will be noted for other parts of the Academy

21 Quality in skills systemsTwo major purposes:as a key driver of reform and a driving force for change.as an accountability mechanism on effectiveness.Quality systems serve as a common reference to ensure consistency amongst different actors at all levels.Quality systems seek to introduce transparent processes and procedures to ensure mutual understanding and trust between different actors.

22 Why Focus on Quality?Quality mainly affects the value and success of education programmes:High quality programs provide a strong link between what is learnt and the needs of the labour market ie: graduates are more likely to find suitable employment;High quality leads to a higher status and improved attractiveness of TVET.

23 Social partner perspectivesFor employer organisations:quality systems ensure training programs are properly adapted to market needs;quality programs support improvements to enterprise productivity and profitability;quality programs encourage workers to be more responsible for their own training process and progress;quality programs should allow for the development of competencies that meet company needs.

24 Social partner perspectivesFor worker organisations:quality qualifications protects against precariousness in labour market;quality programs support personal development and facilitates career development and evolution;quality programs are certified by a label/logo which acts as an important marketing device to potential employers;quality programs allow for transferability of competences beyond a specific company/job;

26 But what about the quality of training?Quality of training is reflected by a wide range of measures used by different countries, including:Management of the training process;Relevance and credibility of training;Assessment processes;Competence of teachers delivering the program; andAccessibility of training.

27 And what about the outcomes?Wide range of indicators used to measure quality in skills systems at a national level, including:Attainment;Participation;Progression;Retention;Completion;

28 Quality in Process and OutcomesQuality indicators can therefore be divided broadly into two categories:first, those that focus on the process of training, andsecond, those that focus on outcomes or outputs of training.

29 Indicators of skills for employabilityConceptual frameworkIndicators of skills for employabilityG20 Action point, Being developed by OECD and World Bank with ILO and UNESCO29

30 PresentationDrivers of change in labour markets for professional education and trainingG20 Strategy for linking professional education and training to strong, sustainable and balanced growthQuality assurance in professional education and training:Quality in process and outcomesDemand-led professional education and trainingCoordinationExamples from ILO workMy presentation – build some common understanding of why and how the ILO promotes skills development;anticipate some of the things we want to learn from each other in these two weeks.Start with making sure we all understand ILO’s perspective - Mission StatementTake these four themes, and I will stop after each one for some quick questions – some of which we may discuss now, and others that will be noted for other parts of the Academy

31 HRD Recommendation (ILO, 2004)Tripartite agreement on shared responsibilities for skills development:Governments have primary responsibility foreducationpre-employment training, core skillstraining the unemployed, people with special needsThe social partners play a significant role infurther trainingworkplace learning and trainingIndividuals need to make use of opportunities for education, training and lifelong learningProviding the needed training is a shared responsibility.Tripartite agreements in skill standards spell out good practices in this division of labour.

32 Demand-led skills development through sectoral coordinationImprove relevance of training, and thus:Employability of workersProductivity and competitiveness of employersBuild Public-Private Partnerships for:Initial trainingContinuous learningEngage Employers’ and Workers’ representatives at all stages of skills policy:DesignImplementationAssessmentMy presentation – build some common understanding of why and how the ILO promotes skills development;anticipate some of the things we want to learn from each other in these two weeks.Start with making sure we all understand ILO’s perspective - Mission StatementTake these four themes, and I will stop after each one for some quick questions – some of which we may discuss now, and others that will be noted for other parts of the Academy

34 Demand-led skills development assumes a skills-based business strategyShould we prepare young people for the labour market?Or prepare the labour market for young people?What about skills utilization?Do employers invest in training, or is their strategy based on low-wages & low-productivity?Do sectoral bodies include small enterprises? Workers?Question: What is the social status and job quality of TVET?Answer: What is the quality of the training and of the resulting jobs?

36 Netherlands – Success factorsCulture of bipartite and tripartite cooperation (“Tulip model”)Social acknowledgement of TVET’s as source of labour – especially for small enterprisesAvailability of effective sectoral employer branche-organisations and sectoral unionsStable commitment to a shared responsibility for life long learning (state, individual, employer)Autonomy of training institutions balanced with accountability to industry

37 Presentation CoordinationDrivers of change in labour markets for professional education and trainingG20 Strategy for linking professional education and training to strong, sustainable and balanced growthQuality assurance in professional education and training:Quality in process and outcomesDemand-led professional education and trainingCoordinationExamples from ILO workMy presentation – build some common understanding of why and how the ILO promotes skills development;anticipate some of the things we want to learn from each other in these two weeks.Start with making sure we all understand ILO’s perspective - Mission StatementTake these four themes, and I will stop after each one for some quick questions – some of which we may discuss now, and others that will be noted for other parts of the Academy

38 Countries that sustain a “virtuous circle” link education, skills, decent work by…Coordinating!To close the gaps between…… basic education, vocational training, and the world of work… training providers and employers at sector and local levels… skills development and industrial, trade, technology and environmental policies… development partnersAvoid skill gaps today and drive economic and social development tomorrow.

39 Coordination is critical for successInstitutions for CoordinationSocial dialogueInter-ministerial mechanismsLocal and sectoral skills councilsValue chains and clustersEmployment services & labour market information systems“Deliver as One,” UN country teamsLooking at the experience across countries, effective coordinating or mediating institutions are consistently found to be critical to success in using skills development to improve productivity, increase employment, and reach development objectives.First, cooperation between providers of training – schools, vocational institutions, apprenticeship policies, and enterprises – can establish coherent learning paths that lead to jobs. From basic education, to vocational skills to employment services to enter the job market, and opportunities for upgrading skills – is a long chain, and a weak link in that chain, or pieces that do not fit together, will undermine the effectiveness of any one link in that chain.- A PARTICULAR challenge here is meeting growing demand for vocational training. Many countries are succeeding in extending primary education and increasing literacy. This is increasing demand for secondary and vocational training.Second, coordination is needed between trainers and employers – to better match skills supply and demand, and increase the employability payoff on training investments.Third, coordination of skills development policies with industrial, investment, trade, technology policies - to integrate skills development into national development strategies.There is a need for ILO constituents at the national level to help improve coordination of skills development within national development strategies. This would call for greater involvement of labour ministries and of workers and employers organizations in policy formulation and implementation on managing the local impact of external forces of change – technology, trade, and climate change, as well as in setting national goals with respect to private sector development, poverty reduction and social inclusion.

40 Preparing for future jobsCountries that sustain a “virtuous circle” link education, skills, decent work by…Preparing for future jobsIntegrate skills into national and sectordevelopment strategiesInclude skills in responses to global drivers of change:technologytradeclimate changeThis strategy is not just reactive: preparing young people and providing opportunities for lifelong learning to workers, so that they match the needs in the labour market and can take advantage of opportunities is just the first step.Abundance of good quality training in core skills – ability to learn, communication, decision-making, teamwork, and above all ability to keep on learning – changes skills development from responding to change to being a driver of change.Long-term skills development focuses on the strategic role of education and training in triggering and continuously sustaining technological change, domestic and foreign investment, diversification and competitiveness of economic activities and resultant job growth. In this way skills becomes a driver of change.

41 Sound environmental policiesExample: Findings on Environmental and Skills policy coordinationSound environmental policiesDENMARKGERMANYFRANCESPAINUKKOREACHINACOSTA RICAUSESTONIABRAZILAUSTRALIAINDIAS.AFRICAEGYPTEven the most comprehensive environmental and climate change policy needs people equipped with necessary skills to implement it. Policy coherence between environment, climate change and HRD agenda is therefore key to success.[Policy coherence:One policy should not contradict the other. Coordination among policies is essential to avoid this type of contradiction and ensure good coverage of the issue.They should capture responses to industry needs. The involvement of social partners in the decision making process constitutes the basis of a successful policy that addresses real needs.There should be a link to actions and finance. Lack of enforcement has been reported by countries as one of the most frequent hindrances of skills development policies for greeningThere should be a monitoring and coordination mechanism behind the policy itself.]Top ranking scene is dominated by the EU countries with France at the lead enjoying coherent and comprehensive environmental and skills development policies. Europe has been long in the forefront of environmental policy agenda. The US and Australia perform better in relation to comprehensive skills policies for greening.1)COORDINATED POLICIES  FRANCE  French Strategy for Sustainable Development + environmental roundtable + Mobilization Plan for Green Jobs = coordinated policies2)STRONG BUT SOMEWHAT FRAGMENTE POLICIES2.1) comprehensive env. & frag. skills  Denmark Germany, spain, the UK and Korea2.2) frag. env & comprehensive skills  the US and Australia2.3) frag. env & frag. skills  Costa Rica, Estonia, Brazil, india, Egypt, Philippines, Thailand, and Indonesia3)POLICIES UNDER DEVELOPMENT  environmental policies but no related skills dev. strategy. China, S. Africa; and weak or absent both environmental and skills strategies , Bangladesh, Mali and Uganda.This is not to blame and shame the countries but to understand what it takes to get to the upright corner.Lack of skills policies for greeningComprehensive skills policies for greeningPHILIPPINESTHAILANDBANGLADESHINDONESIAMALIUGANDALack of environmental policies

42 Findings on skills for green jobsThe change is happeningSuccess depends on: policy coherence, targeted measures, local initiatives, collaboration of various actors and levelsVocational education and training is catching up less efficiently than higher educationThere is much greater demand for greening existing jobs and occupations than for preparing for jobs in wholly new technologies.Some preliminary general conclusionsThe change is happeningThe rate of it depends on the degree of effects of environmental degradation, policy, legislation and technology diffusion, as well as the role of market and consumer demandThe success in response measures depends on policy coherence, targeted mesures and collaboration of various actors and levels

43 Presentation Examples from ILO workDrivers of change in labour markets for professional education and trainingG20 Strategy for linking professional education and training to strong, sustainable and balanced growthQuality assurance in professional education and training:Quality in process and outcomesDemand-led professional education and trainingCoordinationExamples from ILO workMy presentation – build some common understanding of why and how the ILO promotes skills development;anticipate some of the things we want to learn from each other in these two weeks.Start with making sure we all understand ILO’s perspective - Mission StatementTake these four themes, and I will stop after each one for some quick questions – some of which we may discuss now, and others that will be noted for other parts of the Academy

45 NQF Research QuestionsWhich models of NQFs and which implementation strategies and approaches are most appropriate in which contexts?To what extent can NQFs achieve various desired policy objectives, for example employability?Is there, in the view of designers, managers and stakeholders of NQFs, evidence of impact, for example on productivity or improved access?45

46 Involvement of Social Partners in the Design, Implementation & Evaluation of NQFs

47 Implementation and use in the 16 countriesSocial dialogue and the role of stakeholdersMainly government-ledWeak stakeholder involvementResistance from education/training institutions«Policy borrowing » (better: adapting rather than adopting)Speed of “Adaptation”Top-down versus bottom-upDonor aid and “expertise”47

49 2. Skills for trade and economicDiversification (STED)Provide guidance for strategic skills policiesTarget sectors that are key to export development, economic diversification, and job creationSkills policies embedded in a wider strategic understanding of what each sector needs to achievePromote structural transformationGap in business capabilitiesGap in workplace skillsLearn from successful “globalizers” that early on coordinatedInvestment policyTrade policyTechnology policies, andTraining and education policies

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